1. DEVELOPING A SUSTAINABLE CODE OF BEHAVIOUR IN YOUR SCHOOL
BEHAVIOUR MATTERS
DEVELOPING A SUSTAINABLE CODE OF BEHAVIOUR IN YOUR SCHOOL
IPPN 2010

2. A NOBLE PROFESSION (Fullan, 1999:82).
“There are few professions other than teaching where gaining personal meaning through improving the lives of others for years and even generations to come is so palpable and so profound”
(Fullan, 1999:82).

3. Looking at Behaviour
"Promoting positive behaviour can only occur in a mutually responsive learning environment that offers whole learning to a whole child within a whole school ..."  Tim O Brien 3

4. Present Reality
The behaviour of a very large majority of pupils remains satisfactory or better
Most schools are successful at managing behaviour and creating an environment in which pupils feel valued, cared for and safe
The most common form of poor behaviour is persistent low-level disruption of lessons that wears down staff and interrupts learning.
Source: ‘School Matters’ 2006,
Ofsted 2006

5. Most Successful Strategies for Improving Behaviour
Schools recognised that behaviour issues would not be resolved by just updating discipline policies
Behaviour was tackled as part of a wider school improvement strategy
Schools promoted honesty, ownership, teamwork
Schools identified behaviours that were most challenging and planned accordingly
Schools used external support effectively
Source: Ofsted inspections of 35 schools in 2005 and 2006

6. Behaviour is significantly better in settings which have a strong sense of community and work closely with parents. In these settings learners feel safe and are confident that issues such as bullying are dealt with swiftly and fairly.
A strong lead by senior managers who set high standards and provide close support to staff contributes significantly to the effective management of behaviour.
The quality of accommodation has a significant impact on behaviour. Accommodation that is welcoming, stimulating and well maintained tends to foster good behaviour. 6

7. Present Reality
A significant proportion of pupils with difficult behaviour have special education needs and face disadvantage and disturbance in their family lives. Many have poor language skills. Problems with reading and writing often begin early and continue into secondary school, limiting achievement in a range of subjects.
Source: Ofsted 2006

8. What is Behaviour?
Behaviour is anything a person does which can be observed
Behaviour has to be learned & so can be taught
Everyone can learn new behaviour
Behaviour which has been rewarded is more likely to be repeated
Behaviour is influenced by what happens before it and what happens after it.

9. Effective teaching and learning are closely linked to good behaviour.
What teachers, other adults and other students do in response to a student’s behaviour is critical in influencing the choices students make about how they behave.
Effective teaching and learning are closely linked to good behaviour.
Positive acknowledgement is a very effective way of influencing and promoting good learning behaviour.
The quality of relationships affects behaviour. 9

10. 10

11. Guidelines 1 Introducing the Guidelines
2 Auditing and reviewing the code of behaviour
3 Principles underpinning an effective code of behaviour
4 Understanding behaviour
5 A whole-school approach to the code of behaviour
6 Setting standards of behaviour
7 Promoting good behaviour
8 Responding to inappropriate behaviour
9 Implementing the code of behaviour
10 Suspensions and expulsions: legal and procedural requirements
11 Suspension
12 Expulsion

12. What is a Code of Behaviour?
“The code expresses the vision, mission and values of the school and its Patron. It translates the expectations of staff, parents and students into practical arrangements that will help to ensure continuity of instruction to all students. It helps to foster an orderly, harmonious school where high standards of behaviour are expected and supported.” Page 2
Page 2

13. What must be included in the Code!
The standards of behaviour that shall be observed by each student attending the school
The measures that may be taken when a student fails or refuses to observe these standards
The procedures to be followed before a student may be suspended or expelled from the school concerned
The grounds for removing a suspension imposed in relation to a student
The procedures to be followed relating to notification of a child’s absence from school

14. AUDIT CURRENT REVIEW REGULAR REFLECT ONGOING PURPOSE OF GUIDELINES
LEGAL COMPLIANCE
SUPERCEDE CIRCULARS: 20/90 AND M33/91
USE GUIDELINES TO:
AUDIT CURRENT
REVIEW REGULAR
REFLECT ONGOING
Process & content must take account of good practice outlined in the guidelines
Plan to review, with timeframes – approved & adopted by the board

15. PRINCIPLES UNDERPINNING AN EFFECTIVE CODE OF BEHAVIOUR (Chapter 3)
Clarity
Affirmation that everyone’s behaviour matters
Promoting good behaviour
Balancing needs
Relationships
Personal responsibility
Fairness & equity
Promoting equality
Recognition of educational vulnerability
Attending to student welfare
Attending to staff welfare
Promoting safety & freedom from threat
Chapter 3
Describes school expectations for everyone. Also articulates its response to behaviour that disrupts or diminishes the quality of teaching & learning
Climate and atmosphere created by the behaviour of everyone.
Focus is on promoting good behaviour

16. Standards of Behaviour (Ch 6)
School Rules
Kept to a minimum
Clear, simple language
Stated positively ; what to do + what not to do
Based on a clear rationale – explained, understood & agreed
Developed through consultation
Communicated/referred to regularly
MODELLING

17. Sanctions/Procedures
Sanctions should:
be immediate and discrete
provide school with opportunities to make low level response to pupil behaviour
have a hierarchy appropriate to behaviour
be fair
be consistent
be appropriate to meet individual needs

18. How many triangles are there?
MOTIVATION
How many triangles are there?
There are 15 triangles
Details of the answer on page 102 louise porters book

19. Half hearted Competitive response Group response Motivation to Invest
Napier & Gershenfeld 2004

20. Responding to Inappropriate Behaviour (Chapter 8)
Whole School Strategies:
Agreed ways of describing Behaviour NB
Arrangements for Recording Behaviour Duty of Principal
A Ladder of Intervention: lists, bullying: the code needs to articulate what action the school will take in relation to alleged breaches of the policy
DUTY OF CARE: integral part of our professional practice
Chapter 7 deals with Promoting Good Behaviour

21. Good Practice in the use of Sanctions
A form of positive intervention
Use respectfully
Should defuse not escalate
Preserve the dignity of all
Applied fairly & consistently
Be Timely
Part of a plan to change behaviour
Used consistently
Students & parents know what sanctions are used in the school
Proportionate
Appropriate
Caution!!!! Inappropriate
Duty of care, SEN

22. SUSPENSIONS & EXPULSIONS
- FAIR PROCEDURES BASED UPON THE PRINCIPLES OF NATURAL JUSTICE
THE RIGHT TO BE HEARD: what that entails
THE RIGHT TO IMPARTIALITY
Authority to Suspend : IN WRITING
THE RIGHT TO BE HEARD INCLUDES: The right to be heard means:
• the right to know that the alleged misbehaviour is being investigated
• the right to know the details of the allegations being made and any other information that will be
taken into account
• the right to know how the issue will be decided
• the right to respond to the allegations
• where the possible sanction is of a serious nature, the right to be heard by the decision-making body
• where the possible sanction is of a serious nature, the right to ask questions of the other party or
witnesses where there is a dispute about the facts.
The right to impartiality means:
• the right to an absence of bias in the decision-maker
• the right to impartiality in the investigation and the decision-making.
Freedom from bias entails ensuring that a person with an interest in the matter is not involved in the
investigation or decision-making. If a person has pre-conceived opinions, a vested interest or personal
involvement in the matter, they should not attempt to settle that matter.
An impartial process is one that allows a decision to be made based on an unbiased evaluation of
information and evidence. Generally, impartiality requires that the investigation is separated from the
process of making a decision so that the decision-maker comes to the task with an open mind.

23. SUSPENSIONS & EXPULSIONS
“Where the purpose of a proposed suspension
is clearly identified, and that purpose cannot
be achieved in any other way, suspension can have value”
Grave
Rolling suspensions
State examinations
Open-ended
Report to the BOM
Reaching/exceeding 6 days to NEWB
• Inform the student and their parents about the complaint
• Give parents and student an opportunity to respond. 23 23

24. The AUDIT Audit Checklist Website Identify what’s working well
Identify deviation and deficit
Priorities with Timeframe 24

25. Whole school approach
See Chapter 5 A whole-school approach to the code
of behaviour
Audit Question Y N
Notes
Are key policies and practices checked to see how they impact on student behaviour?
Do staff have opportunities to work as a team to develop a whole-school approach to behaviour?
Do parents and students have an opportunity to contribute to school policy? 25

26. How young people see it
Sometimes the young people’s bad behaviour is as a result of being provoked or the teacher making the situation worse. It’s a two way process with the young people and the teacher
Some teachers think good behaviour is being quiet, not doing any work in class and not asking any questions
The school code of behaviour is important because it’s important the students know what they can and can’t do
The Principal and teacher should listen to the young person’s side of the story and not just the teacher
There are certain teachers you would go to if you had a problem, you wouldn’t go to the counsellor …as you would get slagged and you know they are going to talk about you in the staff room
Some teachers do not enforce the school rules and come up with their own

27. Facilitating Change Lambert, 1992 15% - Technique 15% - Reputation
30% - Relationship
40% - Strengths focused
Lambert, 1992

28. Creating The New You
Believe that you can